Interest and work values form each other though values have a more stable base. Kozma (2005) says that students prefer university majors linked to their values, while Sőrés (2012) claims that values get stronger during university education. According to Bocsi (2014) higher education is a transition: the least pragmatic the trainings are, the most changes in values happen over working years. We have examined secondary school students’ work values and interest (n=150) by using Super Work Values Inventory and Holland Interest Inventory, and then compare the results to prior higher educational researches. The result shows that the two age-group’s value list is similar at the first places. However, intellectual work, work performance, and creativity is more important for higher education students, which indicates the starting point of becoming intellectuals. Furthermore, Kiss (2015) demonstrated the main values linked to STEM fields and we have found that secondary schools students do not share exactly those values. As for interest, secondary school students are mostly sociable (both girls and boys), and they like economics and arts, but show slight interest in realistic and investigative activities. On the whole, the young do not find neither in values, nor in interest the STEM fields attractive, however they have the biggest chance to live and benefit from the fourth industrial revolution. We would like to raise the attention that there is lot to do to reach the goals of EU STEM Coalition
